Lesson 4: Day 1 Now, the sounds that you made can be

one of these words which tell you what

I. Literature: The Little Red Hen the
· Get the general sense of the story animal does to produce those sounds:

cluck bark purr squeak

II.
Copy of the story “The Little Red After each group produces the sound of
Hen” the animal assigned to them, ask these
- Word strip follow-up questions to find out what the
- Activity 34 other groups think about how well the
III. Pre-Reading task
was carried out.
1. Unlocking/Vocabulary & Concept
Development Say: Did Group 1 cluck like a hen?
Did Group 2 bark like a dog?
(cluck, bark, purr, squeak) Did Group 3 purr like a cat?
Did Group 4 squeak like a mouse?
a. Group the class into four. Give each
group a picture of the indicated animal. (Possible responses could be: Yes,
When the name of the animal assigned they clucked very well like a hen or
to them is mentioned, they are to Well, they clucked a little like a hen.)
produce
its sound. 2. Motivation Question
Show some grains of corn or a picture
Group 1: Hen Group 3: Cat of some kernels of corn.
Group 2: Dog Group 4: Mouse Say: Have you seen some kernels of
corn like these?
Say: Let us get started. What did you do with kernels of corn?
What animals like to eat them?
Where are the hens? dogs? cats? mice?
When I say the name of animal 3. Motive Question
assigned to What do you think will the characters do
your group, produce the sound it makes. with the kernels of corn in our story
today?
b. Post the word strips on the board and During Reading/Listening Activity
let the children choose among these
words: Listen as I read the story, The Little Red
cluck, bark, purr, squeak. The teacher Hen. Every time you hear the name of
reads the words to be unlocked on the an animal in the story, produce the
board. Let the children read the words, sound it makes. For example, once you
spell the words, and act them out. hear the name dog, everyone in the
class barks.
Post on the board: They __________
like a __________ etc. The Little Red Hen
An Adaptation
By Roderick Motril Aguirre
 "Then I will," said the little red hen. So
Once upon a time, there was a little red the little red hen cooked the corn by
hen who lived on a farm. She was herself.
friends with a lazy dog, a sleepy cat,
and a noisy mouse. The tired little red hen asked her friends,
"Who will help me eat the corn?"
One day the little red hen found some
kernels on the ground. The little red hen "I will," barked the lazy dog.
had an idea. She would plant the
kernels. "I will," purred the sleepy cat.

The little red hen asked her friends,

"Who will help me plant the kernels?" "I will," squeaked the noisy mouse.

"Not I," barked the lazy dog. "No!" said the little red hen. "I will." And
the little red hen ate the corn.
"Not I," purred the sleepy cat.
Post Reading
"Not I," squeaked the noisy mouse.
Discussion Questions
"Then I will," said the little red hen. So
the little red hen planted the kernels by 1. What did the Hen find one day?
herself. 2. What did she want to do with the
kernels of corn?
When the kernels had grown, the little 3. Which animals did she ask to help her
red hen asked her friends, "Who will plant the kernels of corn? Let‟s name
help me harvest the corn?" them.
"Not I," barked the lazy dog. 4. What did each animal say?(little bit of
role playing, prompt the children to
"Not I," purred the sleepy cat. response
“Not I”)
"Not I," squeaked the noisy mouse. 5. How did the little red hen feel?
6. What did she do then?
"Then I will," said the little red hen. So 7. What did each animal say?(little bit of
the little red hen harvested the corn by role playing, prompt the children to
herself. response
“Not I”)
When all the corn was harvested, the 8. What did she do when it was time to
little red hen asked her friends, "Who harvest the corn?
will help me cook the corn?" 9. What did each animal say?(little bit of
role playing, prompt the children to
"Not I," barked the lazy dog. response
“Not I”)
"Not I," purred the sleepy cat. 10. What did she do after harvesting the
corn?
"Not I," squeaked the noisy mouse.
11. What did each animal say?(little bit Lesson 4- Day 2
of role playing, prompt the children to
response “I I. · Describe literary element
will”) (Major Characters)
12. What did the little red hen say?
13. If you were to choose among the
characters in the story, who would you II. Describing Literary Element: The
like to be? Characters in the Story
Why? Skill Lesson: Describing Literary
Element (Major characters: Hero
Engagement/Enrichment and Enemy or Opponent)
Picture of little red hen· Activities 35 &
Say: Form groups of four. Each leader 36
will pick one among the characters in
the story. Within III. Procedures
your group, brainstorm about the
character. Say: Let us recall the story about the
Refer the pupils to LM – Activity 34, Red Hen. Imagine the characters in the
page 47. story, how
do they look like?
Refer the pupils to LM-Activity 33 on Now, let us try to describe them again
page LM page 2 physically by looking at their skin, color,
size and
number of feet/leg.
· Which character in the story will your Refer the pupils to LM-Activity 35 on
group talk about? page 48.
· What is it she/he does not want to do?
Why?
· What only does she/he want to do? Say: Go with your group and know the
characters better while referring it to
your group
mates. Then, present it to class

1. Modeling/Teaching
I have here the picture of the little red
Hen in the story. Let us know the Little
Red
Hen better by answering the following:
 sometimes the enemy or opponent.
Guided Practice
Pick the Right Corn
Pretend to be the Hen in the story, pick
the corn with a situation that shows
good attitude by
coloring it.
Refer the pupils to LM- Activity 36 on
page 49.

1. Who is Little Red Hen in the story? As a group, have them act out one
2. What does „main character‟ mean? scene from the story showing the main
Can you call her the hero in the story? characters.
3. What makes the Little Red Hen the
main character or hero in the story?
4. What were the things he did in the
story?
5. Who are the other minor characters
in the story?
6. Did they oppose or disagree with the
idea of the Little Red Hen?
7. How do we call them? (Suggest the
term opponent not antagonist since it is
not
applicable to Grade Three pupils.)
8. If you were the little red hen, would
you stop doing what you want just
because your friends didn‟t help you?
Why?
9. Is it good to be determined?
10. What are the things you must
consider in pushing through your goal?
11. What does the story “The Little Red
Hen” tell us?

· The characters in the story are the

actors in that story. They can be a
person, an
animal or a thing.
· The hero is a major character in a
story. He is the central or main figure.
The story is
all about him.
· Other characters in a story are those
who oppose the hero. We sometimes
call them
Lesson 4 - Day 3 Lesson 4 - Day 4
I. Objectives
I. Objectives - Use different kinds of sentences
- Notice what is mentioned in (exclamatory and imperative)
related - Use punctuation marks called for
declarative sentences (statements)
- Read words, phrases and
sentences with short u sound II. Using Imperative and
Exclamatory Sentences
II. Phonics - Activities 39, 40, 41
- Declarative Sentences - focusing on words, phrases,
- Activities 37 A, B, C “Fun on a sentences (exclamatory and
Sunny Day” imperative) with the short u
sound
III. Procedures
III. Procedures
Let the pupils work on the following 1. Presentation/Introduction
learning stations and activities:
Pupils read the words, phrases and
LS 1: Read aloud with your group the sentences (commands) in LM-Activity
words with the short u sound, then the 39 page 52.
phrases and the
sentences (LM-Activity 37 page 50).
2. Modeling/Teaching
Ask: What are mentioned in those
sentences? Have the pupils show (pantomime) how
How are sentences 2 to 6 related to they would carry out the commands
sentence 1? given in
the sentences in Activity 39 C pp. 52.
In groups have the pupils share what Say: The sentences that tell a person to
they do for fun on sunny days. Have the do something are commands or
pupils imperative
complete the sentences about the sentences.
pictures in LM-Activity 38 on page 51, Help the pupils note the difference in
then draw and write paired sentences in LM - Activity 40 on
sentences about what they do on sunny page 53
days. (commands and sentences that express
strong feeling).
Call attention to the punctuation marks
in those paired sentences.
Say: What punctuation marks are
placed at the end of commands? At the
end of
sentences that express strong feeling?
Show the teaching chart
Teaching Chart: Imperative and Lesson 4 - Day 5
Exclamatory Sentence
An imperative sentence or commands I. Objectives
tell someone to do something or to give - Match pictures with sentences
an order. It can end with a period, - Sequence pictures and
question mark or an exclamation mark. sentences to come up with a
An exclamatory sentence expresses a story
strong feeling and ends with an
exclamation mark. II. Reading and Writing Simple
Stories with Short Vowels
3. Guided Practice Skill Lesson: Reading and
Have the pupils go through this “Show Writing Simple Stories with
Me” activity. Short Vowels
Say: Let‟s play a game but you have to Activities ______ with a set of
be actors and actresses in this game. pictures and related exclamatory
Look at the paired sentences in Activity and imperative sentences
40 again and at the punctuation mark
at the III. Procedures
end of th0se sentences. If you see these
marks – 1. Presentation/Introduction
Exclamation mark (!) – show through
your facial expression and action the Say: Let us take a look at these pictures
feelings (Activity 42 page 55). Match the picture
expressed in those sentences. with
Period (.) – show how you would carry the right sentence.
out the command.
4. Independent Practice 2. Modeling/Teaching

Show pictures. By group, let them Have the pupils rearrange the
complete the sentences by filling in the sentences to make a story. Get some
words with help from the
short vowel / u / and the punctuation pictures.
mark at the end of the sentences. a. What is the first sentence in the
Refer the pupils to LM – Activity 41 on story? Why do you think it should be the
page 54. first?
b. What is the second? Why do you
think it should come next after the first
sentence?
c. What is the third sentence? Why do
you think it should follow the second
sentence?
d. What is the fourth sentence? Why do
you think it should come next after the
third sentence?
e. What is the last sentence? Why
should that be the last?
Let the children read the new story
formed by sequencing the sentences.
Now give the story a title.
3. Guided Group Activity

Say: Get together with your group mates

and share with the group the title that
you gave the story.

Call attention to the title of the story

taken up on Day 1 – “The Little Red
Hen”.
Focus on the capital letters in the title.

4. Independent Practice

Have the pupils copy in their notebook

the sentences arranged in the correct
order along with the title they gave to
the story.